Effects of Cognitive Behavioural Therapy on Social Skills, Emotional Regulation, and Academic Achievement among Primary School Pupils with ADHD in Jos Metropolis, Nigeria
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, which adversely affect children's social, emotional, and academic functioning. This study investigated the effects of Cognitive Behavioural Therapy (CBT) on social skills, emotional regulation, and academic achievement among Primary Four pupils with ADHD in Jos Metropolis, Nigeria. A quasi-experimental pre-test, post-test non-equivalent control group design was adopted. The sample comprised 46 pupils with ADHD symptoms, consisting of 24 pupils in the experimental group and 22 pupils in the control group. The experimental group received an eight-week CBT intervention, while the control group participated in placebo career-counselling sessions. Data were collected using the ADHD Rating Scale, the Social Skills of Attention Deficit Hyperactive Disorder Pupils Questionnaire (SSADHDPQ), and the English and Arithmetic Achievement Test (EAAT). Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The findings revealed that CBT significantly reduced social skills problems and improved emotional regulation among pupils in the experimental group compared to the control group. CBT also significantly enhanced academic achievement in both Mathematics and English Language. ANCOVA results showed significant effects of CBT on social skills (Adjusted R² = .906, p < .05), emotional regulation (Adjusted R² = .935, p < .05), Mathematics achievement (Adjusted R² = .856, p < .05), and English achievement (Adjusted R² = .864, p < .05). Consequently, all null hypotheses were rejected. The study concluded that Cognitive Behavioural Therapy is an effective intervention for improving social skills, emotional regulation, and academic achievement among primary school pupils with ADHD. It was recommended that CBT be integrated into school counselling programmes, alongside early identification and intervention strategies for pupils with ADHD.